解决指导职前教师的隐性劳动问题

Allison Byth
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摘要

本研究响应了澳大利亚初始教师教育(ITE)项目中加强对指导教师的支持和认可的迫切要求,以回应最近强调指导教师在培养能胜任课堂教学的毕业教师中的关键作用的评论。通过解决指导教师经常面临的挑战(如隐性劳动),本研究旨在弥合指导教师角色的关键性与这项工作资源不足之间的差距。通过参与式行动研究(PAR),本文报告了作为参与者的八名校本辅导员如何建立支持机制,以解决在信息技术教育与学校合作中 78 名辅导教师经常面临的挑战。研究采用定性方法,强调了在信息技术教育中投入时间加强有效指导实践的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Addressing the hidden labour of mentoring preservice teachers

Addressing the hidden labour of mentoring preservice teachers

This study responds to an imperative for increased support and recognition of mentor teachers within Australian initial teacher education (ITE) programs in response to recent reviews highlighting mentor teachers’ critical role in preparing classroom-ready graduate teachers. By addressing the recurrent challenges faced by mentor teachers, such as hidden labour, this research aims to bridge the discrepancy between the crucial nature of the mentor role and the inadequate resourcing of this work. Through participatory action research (PAR), the paper reports how eight school-based coaches, as participants, instigated support mechanisms to address the recurrent challenges faced by 78 mentor teachers in one ITE–school partnership. Using qualitative methods, the research underscores the significance of dedicating time to enhance effective mentoring practices within ITE.

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